LB 


LH 


CD 


REESE  LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 


Class 


SCHOOL-ROOK  CLASSICS, 

XIII. 


INFANT  LIFE 


TUB  SCHOOL  BULLETIN  PUBLICATIONS. 

The  School  Eoom  Classics. 

Under  the  above  title  we  have  published  a  series  of  Monographs  upon 
Education,  as  follows,  all  16mo,  in  paper,  at  15  cts.  each. 

1.     Unconscious  Tuition.    By  Bishop  HUNTINGTON.   Pp.  45. 

"  There  is  probably  nothing  finer  in  the  whole  range  of  educational  lit 
erature."—  Ohio  Educational  Monthly. 

"It  cannot  be  read  without  a  wholesome  self- weighing,  and  a  yearning 
which  develops  true  character,"—  The  Schoolmaster ;  Chicago 

&     The  Art  of  Questioning.    By  J.  G.  FITCH.    Pp.  36. 

"Mr.  Fitch  is  happily  inside  his  subject,  and  as  clear  as  a  bell."—  Chris- 
tian Register. 

3.    The  Philosophy  of  School  Discipline.    By  JOHN  KENNEDY.    Pp  23. 

"Clear  and  logical,  and  goes  down  to  the  very  foundation."—  Utica, 
Herald. 

L    The  Art  of  Securing  Attention.    By  J.  G.  FITCH.    Pp.  43. 

"  Perhaps  I  overestimate  Fitch's  works,  but  I  fail  to  find  in  the  state- 
ment of  any  other  educational  writer  a  juster  comprehension  of  the  needs 
and  difficulties  of  both  teacher  and  pupil,  or  more  common  sense  put  into 
neater,  clearer  style."—  The  Student,  Philadelphia. 

5.  Learning  and  Health.    By  B.  W.  RJUHARDSON.    Pp.  39. 
"A  timely  topic  ably  treated.  "—^Y.  E.  Journal  of  Education. 

"  Certainly  worth  many  times  its  weight  in  gold."— Eclectic  Teacher. 

6.  The  Neio  Education.    By  J.  M.  W.  MEIKLEJOHN.    Pp.  35. 

"  Absolutely  the  best  summary  we  have  seen  of  the  doctrines  of  Frcebel 
in  their  present  development. "— JV.  Y.  School  Journal. 

7.  A  Small  Tractate  of  Education.    By  JOHN  MILTON.    Pp.  2G. 

"  Far  more  important  in  the  literature  of  the  subject  than  the  treatise 
of  Locke."— Encyclopaedia  Brittanica. 

8.  The  School  Work-Shop.    By  Baroness  VON  MARENHOLZ-BUELOW,  trans- 
lated by  Miss  BLOW.    Pp.  27. 

"In  this  treatise  the  kindergarten  view  of  Industrial  Education  receives 
its  best  exemplification."— JV.  E.  Journal  of  Education. 

9.  Sex  in  Mind  and  in  Education.    By  HENKY  MAUDSLEY.    Pp.  42. 

44  A  masterly  treatment  of  a  delicate  subject.'-'-— N.  E.  Journal  of  Edu- 
cation. 

10.  Education  as  Viewed  by  ThinKers.    Pp.  47. 

This  contains  95  classified  quotations  from  leading  authorities  of  every 
time  and  country,  and  will  be  of  use  to  every  writer  and  speaker. 

11.  How  to  Teach  Natural  Science  in  Public  Schools.    By  WM.  T.  HARRIS. 
Pp.  40. 

Since  this  was  first  published  in  1871  for  the  schools  of  St.  Louis,  it  has 
been  regarded  as  the  standard  authority  upon  the  subject,  and  this  edition, 
revised  by  the  author,  was  prepared  by  the  request  of  the  Committee  on 
Physics-Teaching  in  1887  of  the  National  Association. 

C.  W.  BABI>EE]Sr,  Publisher,  Syracuse,  N.  Y. 


SCHOOL-ROOM  CLASSICS.    XIII. 


TIEDEMANE'S 

Record  of  Infant-Life, 

• 

AN    ENGLISH    VERSION 

—OF  THE— 

French  Translation  and  Commentary 
BERNARD   PEREZ, 

AUTHOR  OF  THE   "FIRST  THREE  YEARS   OF  CHILDHOOD," 

WITH  NOTES, 

—BY— 

F.  LOUIS   SOLD  AN,  PH.D., 

PRINCIPAL  OF  THE  NORMAL  AND  HIGH  SCHOOLS,  ST.  LOI7J8,  JttO. 


SYRACUSE,    N.    Y. : 

C.  W.  BARDEEN,  PUBLISHER. 

1890. 


Copyright,  1890,  by  C.  W.  BARUKKN. 


PREFACE. 


This  essay  is  remarkable  both  on  account  of  its  contents 
and  of  the  influence  which  its  publication  in  France  has  had  on 
the  study  of  Childhood.  It  is  a  reproduction  of  a  little  work 
by  a  German  writer,  which,  I  think,  was  written  about  100 
years  ago,  but  was  completely  forgotten  until  a  French 
translation  of  it  appeared  in  1863,  in  the  Journal  General  de 
V  Instruction  Publique,  by  Mr.  Michelan.  This  translation 
attracted  much  attention,  and  seems  to  have  given  the  first 
impulse  to  a  number  of  most  remarkable  monographs  on 
the  development  of  Childhood.  I  am  by  no  means  sure  about 
the  identification  of  the  original  author.  The  French  ver- 
sion calls  him  "  Thierry  Tiedemann,"  and  Egger  says  that 
he  was  a  physician  (cf.  L"1  Intelligence,  etc.,  cJiez  les  en/ants,  p. 
7),  but  for  a  number  of  reasons  I  am  inclined  to  think  that 
the  author  is  Dietrich  Tiedemann,  1748-1803,  a  professor  of 
philosophy  at  the  German  University  of  Marbury,  and  that 
these  observations  were  completely  recorded  in  1781.  If 
this  surmise  is  correct,  the  child  here  described  is  Friederich 
Tiedemann,  later  professor  at  Heidelberg,  and  famous  as  a 
writer  on  anatomy  and  physiology. 


189030 


Muni's  BKorltfliitatLJA. 


First  Month. — Beginning  with  the  earli- 
est days,,  Tiedemann  observed  various  move- 
ments and  acts  which  he  attributed  to  in- 
stinct  and  to  a  predisposition  of  the  organic 
mechanism.  The  day  after  his  birth  the 
infant  sucked  the  ringer  of  his  nurse ;  yet 
he  never  sucked  continuously  except  when 
something  soft  tied  in  a  cloth  was  put  in  his 
mouth.  The  eyes  at  this  early  day  moved 
in  all  directions,  but  were  directed  with  a 
preference  toward  things  that  were  in  mo- 
tion— a  fact  which  is  more  general  with  new- 
born infants  and  even  with  animals  (although 
they  may  still  be  blind)  than  Tiedemann 
thinks.  The  movements  of  the  body  to 
escape  the  pressure  of  the  swaddling  clothes, 
or  to  escape  pain  in  general,  or  to  alleviate 
it  through  distraction,  or  to  abate  local  ir- 
ritation resulting  from  the  accumulation  of 


6  Perez's  Translation  of      ^ 

blood  in  certain  places — all  these  movements, 
useful  but  uncertain,  are  accounted  for  by 
our  philosopher,  as  we  should  do  ourselves, 
as  being  irresistible  impulses  of  the  organic 
mechanism,  which  resemble  intentional  ac- 
tions. Tiedemann,  very  properly,  however, 
raises  the  question,  whether  there  is  not 
already  mingled  with  them  a  personal  inten- 
tion and  acquired  knowledge.  I  should 
answer  this  question  as  he  does,  in  the  af- 
firmative, notwithstanding  the  fact,  that  in 
our  days  the  widest  scope  is  allowed  for  re- 
flex and  unconscious  action  in  the  mental 
phenomena  of  the  adult  and  still  'more  in 
shild.* 

It  is  repugnant  to  me  to  think  of  a  child 
as  a  mere  machine.     From  my  stand-point, 

*  Rousseau,  who  has  well  expressed  the  principle  upon 
which  child-psychology  should  rest,  by  cautioning  us  not  to 
seek  the  man  in  the  child,  but  to  think  of  what  he  is  before 
lie  becomes  man,  said  that  the  newly-born  infant,  fettered 
by  imperfect  and  but  half-developed  organs,  is  a  purely 
sensuous  being  who  has  not  even  the  feeling  of  his  own  ex- 
istence and  with  whom  cries  and  movements  are  absolute 
mechanical  effects,  destitute  of  knowledge  and  will. 

Charles  Darwin  has  collected  more  exact  facts  in  regard 
to  reflex-action  among  children,  than  any  other  naturalist 
and  psychologist.  Among  the  reflex-actions  noticed  during 
the  first  days  he  mentions:  sneezing,  hiccoughing,  gaping, 


Tiedemann's  Essay  on  Infancy.         7 

therefore,  I  can  see  even  in  the  infant's  first 
day  "a  beginning  of  instruction."  I  take 
exception,  however,  to  the  circumstances 
which  seemed  to  Tiedemann  to  demonstrate 
the  fact  just  mentioned ;  thus  he  says  that 
when  the  infant  has  been  suffering  hunger, 
"  in  or  to  appease  it,  he  seeks  to  put  into 
.his  mouth,  frequently  without  success,  his 
fingers  or  those  of  strangers  when  Jie  hap- 
pens to  take  hold  of  them ....  The  child 
knows  that  when  something  is  put  into  his 
mouth  hunger  is  appeased ....  He  knows  how 
to  find  the  place  where  hunger  and  thirst 
make  themselves  felt,  no  matter  how  inex- 
perienced he  is  in  the  movements  of  his 
arms  and  hands  with  which  he  tries  to  reach 
it.  It  is  certain  that  it  is  neither  on  the 
ground  of  instinctive  design,  nor  through 
the  effect  of  personal  experience,  that  the 
child  is  able  during  his  first  days  to  localize 
exactly  pleasure  orvpain,  and  as  little  can  he 
distinguish  the  parts  of  his  body. 

stretching  the  body,  and,  of  course,  sucking  and  crying;  and 
also  at  the  same  period  the  fact  that  the  desire  to  suck  was 
occasioned  by  coming  in  contact  with  a  soft  and  warm  hand. 
He  also  classes  with  those  reflex-actions  which  are  alto- 
gether independent  of  experience,  the  winking  of  the  eyes, 
which,  during  the  first  two  weeks,  is  caused  by  the  hearing 
of  certain  noises. 


has 
y   \\liioh  the 


- 

? 
when  the  sole  ^  . 

r.:or.:  whioh  ho   r.oiioos  wi 

* 

- 

; 

sense,*    The  explain 

' 

3  rather  hazard  ov.s.     B 

- 


-.n^ans  <vvr 

Utw*iximvvt  rim^titJkliV  Kussrnaul 

ch  pror^  octtdosh^  that 


xu 


. 


9 

simple  sensations,  although  their  discrimin- 
is  very  easy,  ne<;       I       ^  and  imply 
the  possibility  arison  in  order  to  be- 

^.ble  of  distinct  and  precise  observa- 
tion."   All  I  can  admit  is,  that  they  reqnire 
which,  together    with   nutrition, 
strengthens   the  organs  and  adapts    them 
more  and  more  to  their  functions.     But,  are 
suppose  that  the  child  must  hare  a 
certain  number  of  experiences  and  oppor- 
tunities for  comparison  in  order  to  be  able 
to  distinguish  the  bitter  from  the  sweet? 

*nn,  with   whom  in  this  respect 
s,  especially  Darwin,  do  not 
agree  -  laughter  after  the  fifth  day, 

and  attributes  it  not  to  an  apparent  rr 
of  pleasure,  but  rather  to  a  simple  effect  of 
the  organic  mechanism,  in  the  same  way  in 
which  he  attributes  exclusively  to  the  irrita- 
bility of  the  organism  those  sounds  and 
movements  which  are  produced  during 
at  this  time  of  life  ;  he  does  not  admit  that 
the  infant  dreams  during  the  first  days. 
This  last  hypothesis  has  never  been  verified 
by  anybody,  although  it  would  be  worth 
while.  Our  philosopher — and  that  is  a  proof 


10  Perez's  Translation  of 

of  his  sincerity — is  as  ready  in  some  respects 
as  he  is  slow  in  others  to  accelerate  the  pro- 
gress of  intelligence  and  sensibility  in  the 
infant. 

On  September  5th,  or  13  days  after  birth, 
/the  child  showed  some  traces  of  acquired 
ideas  in  the  simplest  sentiments  and  sensa- 
tions of  the  soul.  He  rejected  some  medi- 
cines after  having  tasted  several  doses ;  he 
distinguished  them  from  his  food  by  the- 
smell  and  by  the  mode  in  which  they  were 
offered  to  him ;  the  progress  of  comparison 
had  been  very  rapid  !  Eyes  and  "features  dis- 
played already  the  expressions  of  grief  and 
joy ;  one  could  preceive  the  sustained  atten- 
tion with  which  he  followed  the  gestures  of 
those  that  were  speaking  (evidently  an  exag- 
geration) ;  their  words  had  an  effect  on  his 
crying ;  *  *  * 

"  All  this  proves/'  says  Tiedemann,  "the- 
presence  of  ideas  which  he  had  already 
gathered,  the  distinction  of  creatures  resemb- 
ling himself  from  all  other  objects,  and  a 
more  exact  distinguishing  of  sensations/* 
All  these  observations  are  inexact  or  at  least 
badly  interpreted  ;  for  it  is  indeed  not  easy 


Tiedemann's  Essay  on  Infancy.       11 

to  explain  the  nature  of  mental  phenomena 
in  the  child  or  in  the  animal,  to  indicate 
their  point  of  departure,  whether  mechani- 
cal or  conscious,  and  their  true  connection 
and  development.  I  am  raising  at  present 
a  kitten  which  is  about  a  week  old  and 
which  presents  to  my  observation  facts  which 
are  analogous  to  those  described  above  by 
Tiedemann,  and  in  regard  to  which  it  would 
be  contrary  to  every  scientific  method  to 
refer  them  to  pure  sensation,  to  mechanic- 
ism,  to  instinct,  or  to  hereditary  reflex- 
action.  During  more  than  three  days  it 
seemed  pleased  when  I  passed  my  finger  over 
its  head  and  neck,  and  cried  in  a  terrified  or 
plaintive  manner  when  it  was  taken  hold  of 
with  the  whole  hand.  Although  its  eyes 
are  closed  it  moves  its  paws,  which  it  nibbles, 
and  pushes  them  forward  to  touch  its  mother; 
it  does  all  this  with  the  appearance  of  an 
attempt  at  play;  my  caresses  to-day  called 
forth  a  purring  as  soft  as  the  humming  of  a 
bee.  If  all  actions  are  unconscious,  at  what 
time  shall  we  begin  to  believe  in  the  indica- 
tions which  manifest  consciousness?  But  it 
would  be  too  much  to  attribute  full  conscious- 
ness to  these  actions. 


12  Perez's  Translation  of 

Eighteen  days  after  Frederic  Tiedemann's 
birth,  the  observations  already  enumerated 
seemed  to  be  confirmed  by  some  new  circum- 
stances. The  infant  placed  himself  in  atti- 
tude for  taking  nourishment  whenever  he 
felt  a  soft  hand  upon  his  face,  ceased  to  cry, 
and  sought  the  breast.  Tiedemann  sees  in 
this  an  association  of  ideas  which  have  al- 
ready become  somewhat  fixed.  But  while 
the  child  could  distinguish  diverse  sense-im- 
pressions, his  ideas  in  regard  to  his  body 
and  to  distances  "were  defective  or  even 
lacking  :  when  his  hands  were  left  free  he 
would  strike  or  scratch  himself  so  that  it 
would  hurt  him."  The  ideas  of  which  Tiede- 
mann speaks  here  were  not  defective,  but 
lacking. 

Second  Month. — After  a  month  and  three 
days,  owing  to  painful  experiences,  and, 
doubtless,  to  an  increase  of  strength,  (( the 
child  would  strike  or  scratch  'his  face  less 
frequently."  "  Sleep  would  be  less  long," — 
— which  explains  itself  very  well  from  the 
increase  of  physical  activity,  but  which  with 
a  child  of  this  age  may  also  be  due  to  any 
other  cause,  for  instance,  to  insufficient  nu- 


Tiedemanris  Essay  on  Infancy.       13 

trition.  At  this  period  also  the  child  smiled* 
in  mien  and  gesture,  whether  on  account  of 
taking  pleasure  in  the  variety  of  his  move- 
ments, or  whether  sympathy  had  something 
to  do  with  it,  and  this  seemed  to  Tiedemann 
to  receive  confirmation  from  the  fact,  that 
"when  the  infant  is  spoken  to,  it  likewise 
seeks  to  produce  sounds,  simple  indeed  and 
without  articulation,  yet  varied  enough,  f  At 

*  Darwin  did  not  observe  a  smile  (which  is,  according  to 
him,  the  first  stage  of  a  laugh  or  a  vestige  of  the  old  and  in- 
veterate habit  of  expressing  joy  by  a  laugh)  until  the  forty- 
fifth  or  sixth  day.  Moreover,  his  children  laughed  when  tHey 
looked  at  their  mother  while  she  wa»smiling,  which  makes 
him  suppose  that  the  laughs  were  of  mental  origin.  I  am  led 
to  think  that  this  was  a  purely  mechanical  act,  a  pure  senso- 
motor  reflex-action.  Laughing,  in  its  most  general  features, 
seems  to  me  to  be  the  characteristic  of  joy  with  several 
mammals:  it  is  impossible  to  misunderstand  the  laughing 
physiognomy  of  dog  or  cat  at  play.  But,  as  is  the  case  in  cry- 
ing or  in  walking,  those  transmitted  hereditary  movements 
which  culminate  in  a  laugh,  require  gradual  exercise  and 
must  soon  be  controlled  by  consciousness  in  order  to  at- 
tain their  normal  development.  According  to  Mr.  Egger, 
laughter  is  not  an  instinctive  action;  it  is  not  found  in  ani- 
mals; and  when  it  appears  in  the  child  it  is  due  to  the  fact 
that  sensations  of  the  soul  begin  to  mingle  with  bodily  sen- 
sations; only  after  the  fortieth  day  laughter  and  tears  man- 
ifest the  unfolding  of  faculties  which  until  then  were  latent 
in  the  soul.  Thus  where  Darwin  sees  the  results  of  a  devel- 
opment of  organs,  Mr.  Egger  recognizes  the  effects  of  ft 
power  which  now  has  appeared  in  the  soul. 

t  Darwin  noticed  toward  the  sixth  week  the  soft  murmur 
expressive  of  joy,  which  is  a  beginning  of  recognition  and 


14  Perez's  Translation  of 

a  month  and  five  days,,  Tiedemann  thought 
that  he  could  notice  with  certainty  some 

which,  even  before  the  movements  of  his  little  arms,  is  for 
the  infant  a  means  of  carrying  on  a  conversation  with  his 
people.  "  When  forty-six  days  old,  he  first  made  little  noises, 
without  any  meaning,  to  please  himself,  and  these  soon  be- 
came varied."  The  English  naturalist  has  correctly  observed 
that  after  some  time  the  nature  of  these  cries  differs  "  accord- 
ing to  the  cause,  for  instance,  hunger  or  pain."  He  has  fixed 
the  time  for  this  change:  for  one  infant,  eleven  weeks,  and  a 
little  more  than  eleven  weeks  for  another.  This  means  of 
communication  seems  very  soon  subordinated  to  the  will. 
Early  in  that  period  "  he  seemed  to  learn  how  to  cry  volun- 
tarily, or  to  wrinkle  his  face  in  the  manner  proper  for  the 
occasion,  so  as  to  show  that  he  wanted  something."  Is  there 
a  Jransition  from  cry  to  voice,  or  does  the  latter  appear 
simply  at  its  physiological  or  psychological  moment? 

"  At  the  age  of  five  weeks,"  says  Mr.  Kggor,  "I  noticed  the 
transition  from  cry  to  voice.  The  cry  is  the  first  sound  which 
the  human  organ  produce's  ;  it  starts  from  the  base  of  the 
larynx,  at  the  first  moment  of  life  in  air  and  light.  During 
several  weeks  it  is  the  only  sound  that  we  hear  from  the  in- 
fant, and  that  only  when  lie  is  in  pain.  Later,  towards  the 
fifth  week,  1  saw  mouth  and  tongue  move,  especially  through 
pleasurable  impulses,  to  produce  sounds  which  cannot  be 
expressed  through  the  letters  of  our  alphabet,  but  which  are 
certainly  less  guttural  than  the  first  sounds.  This  second 
kind  of  sounds,  in  becoming  more  perfect,  produces  true  ar- 
ticulation." Mr.  Egger  makes  an  observation  in  regard  to  the 
Toice  of  infants,  whose  correctness  does  not  seem  tome  to  be 
proved  :  "  The  voice  of  infants,"  he  says,  "  at  an  early  age 
is  not  characterized  by  any  individual  color  or  '  timbre. '  The 
voice  becomes  characteristic  at  the  same  period  when  it  be- 
comes articulate,  and  it  is  then  that  we  can  distinguish  in  it 
Towels  and  consonants. "  Other  observations  seem  to  justify 
the  influence  that  the  infant's  cry,  as  well  as  later  the  voice, 
has  always  peculiar  modulations  which  mothers  and  nurses 
know  well  how  to  distinguish. 


Tiedemann's  Essay  on  Infancy.       15 

clearly  distinguished  sensations  :  "a  dose  of 
medicine  was  taken  with  visible  repugnance; 
likewise  the  child  distinguished  between  him- 
self and  external  things  by  making  for  the 
first  time  an  effort  to  seize  an  object  by  ex- 
tending his  hands  and  by  bending  his  whole 
body."  The  same  movements,  more  or  less 
conscious,  are  observed  in  cats  and  dogs  be- 
fore the  end  of  the  first  week ;  but  little 
Tiedemann,  as  a  child,  seems  to  me  to  be 
very  precocious  in  this  respect. 

The  tendency  to  form  ideas  through  sen- 
sations then  shows  itself  visibly:  " Before 
this  time  no  object  was  followed  for  a  long 
time  ;  each  was  abandoned  quickly  at  the 
sight  of  another:  now,  however,  the  glance 
accompanied  them  for  some  length  of  time  ; 
one  could  see  that  the  eyes  made  an  effort  to 
seize  the  image."  In  this  we  find  the  first 
instances  of  curiosity,  noticed  at  a  later  age 
by  Darwin  and  by  Taine. 

At  a  month  and  twenty-seven  days,  the 
child  seemed  better  able  to  distinguish  his 
body  from  other  things,  for  he  no  longer 
scratched  himself ;  his  curiosity  developed, 
for  he  follows  none  but  new  objects  with  his 


16'  Perez's  Translation  of 

eyes  (exaggerated)  ;  he  recognizes  the  expres- 
sion of  feelings,  for  he  considers  with  greater 
attention  the  gestures  of  the  people  that  are 
talking  to  him,  and  allows  himself  to  become 
pacified  b}^  gentle  words.  He  knows  his 
activity  :  this  is  indicated  by  his  gestures  of 
joy,  as  well  as  by  the  fits  of  anger  and 
the  violence  with  which  he  pushes  away  dis- 
agreeable objects.  "If  any  thing  was  dis- 
agreeable to  him,  the  infant  until  then  had 
shown  it  only  by  his  tears  and  his  resistance. " 
We  must  remark  contrary  to  Tiedemann's 
opinion,  that  the  child  at  the  age  which  is 
under  discussion  does  not  yet  shed  tears  ;  to 
weep,  in  his  case,  means  to  cry.  .We  notice 
also  in  his  philosophical  reflexions  on  the  im- 
perative intention  of  the  tears  of  the  infant 
a  reproduction  of  Rousseau's  ideas  on  this 
fact. 

Third  Month. — It  must  be  said  that  there 
is  here  an  absence  of  data  or  perhaps  of  pre- 
cise observations  :  and  the  latter,  after  all, 
are  of  the  greatest  importance.  The  sensa- 
tions which  become  more  and  more  strong 
and  vivid  "  strengthen  the  feelings  :  we  per- 
ceive for  the  first  time  a  strong  emotion  of 


Tiedemann's  Essay  on  Infancy.       17 

pleasure ;  heretofore  a  smile  had  been  the 
sign  of  contentment;  now  it  is  replaced  by 
a  pronounced  laugh.  The  feeling  (ought 
he  to  use  the  word  feeling  here  ?)  of  tickling 
shows  itself,  but  only  in  the  abdomen  and  not 
on  the  sole  of  the  foot."  Tiedemann  ascribes 
this  progress  to  the  development  and  the 
comparison  of  ideas  which  render  certain 
pleasant  impressions  more  distinct.  We 
should  remember  in  regard  to  this  the  obser- 
vation made  by  Darwin  on  his  child  when 
he  was  a  week  old,  who  withdrew  his  foot 
quickly  when  his  father  touched  the  sole  of 
his  foot  with  a  piece  of  paper.  When  the 
child  was  two  months  and  seventeen  days 
old  the  teeth  began  to  grow*  and  called  forth, 
according  to  Tiedemann,  new  ideas  and  facul- 
ties: previous  to  this  time  the  hands  had 
been  much  less  occupied  than  the  eyes,  but 
the  pains  in  the  mouth  caused  the  child  to 
put  his  fingers  there  continually,  and  also 
the  objects  which  he  had  taken  hold  of; 
thus  the  child  learned  to  grasp  firmly,  al- 
though with  greatest  uncertainty.  As  yet, 

*  Teething  as  a  rule  does  not  begin  until  seven  or  eight 
months  after  birth ;  in  some  instances  it  begins  towards  the 
fifth  month.  Perhaps  Tiedemann's  observation  is  incorrect. 


18  Perez's  Translation  of 

the  child  did  not  grasp  things  that  were  at 
some  distance  from  him ;  his  movements 
were  still  prompted  by  instinctive  desire, 
which  showed  itself  in  the  bending  of  the 
whole  body  and  the  mechanical  extension  of 
the  arm  ;  these  facts  are  recorded  by  Tiede- 
mann,  but  placed  at  too  early  a  period. 

Fourth  Month. — At  three  months  and  two 
days,  "  when  the  child  grasped  objects  within 
his  reach,  he  began  to  enjoy  it."  As  soon 
as  the  children  "perceive  that  the  hands 
are  the  instruments  of  new  ideas  and,  more- 
over, means  of  producing  movements  which 
occupy  them  in  such  a  pleasant  way,  by 
bringing  objects  close  to  their  organs  of 
sight  and  taste,  they  exercise  them  more 
frequently  and  begin  to  play  with  what  is 
given  to  them."  We  should  observe  here 
that  the  progress  of  the  half-aesthetic  enjoy- 
ment of  play  coincides  with  a  growth  in 
strength  and  skill  in  the  organs  which  are  its 
first  instruments.  At  this  time  Tiedemann 
notices  numerous  examples  of  clear  associa- 
tion of  ideas.*  While  seated  on  his  nurse's 

*  Darwin,  while  he  notes  the  presence  of  practical  reason- 
ing in  his  son  at  the  age  of  a  hundred  and  ten  days,  when  he 


Tiedemann's  Essay  on  Infancy.       19 

lap,  the  child,  whenever  he  sees  any  one 
drink,  turned  toward  the  breast,  even  when 
it  was  covered,  and  made  a  movement  with 
his  mouth  as  if  he  were  tasting  something. 
In  this  last  action,  besides  the  ideas  of  pur- 
pose through  which  the  child  understands 
the  use  of  the  mouth,  must  we  not  recognize 
the  effect  of  that  natural  motor — sympathy, 
which  in  beings  gifted  with  the  same  organ- 
ization gives  birth  so  readily  to  imitation 
and  calls  forth  what  is  similar  at  the  sight  of 

passed  his  hand  along  his  father's  finger  to  put  it  into  his 
mouth,  did  not  observe  the  unmistakable  manifestation  of 
an  association  of  ideas  in  the  mind  of  the  child  until  the  age 
of  five  months.  For  instance  "  whenever  his  hat  and  cloak 
were  put  on  him,  he  became  very  cross  if  he  was  not  taken 
out  at  once."  At  five  months  he  sought  his  nurse  with  his 
eyes  when  he  heard  his  name  pronounced.  This  last  date  is 
very  much  nearer  the  truth  than  that  of  ten  months  which 
Mr.  Taine  mentions  as  the  time  when  his  daughter  manifested 
this  faculty.  But  Mr.  Taine  is  right  in  maintaining  that  the 
association  of  ideas  going  on  in  the  mind  of  an  infant  ten 
months  old  does  hardly  go  beyond  the  range  of  animal  intel- 
ligence, notwithstanding  the  fact  that  Darwin  sees  a  marked 
difference  between  the  aptitude  of  the  little  child  and  that 
of  the  most  intelligent  grown  animal  in  regard  to  the  form- 
ing of  associations  due  to  instruction  and  spontaneously 
produced  associations.  Does  the  dog  which  comes  running 
from  the  rear  of  the  garden  whenever  he  hears  the  word 
sugar,  show  an  inferior  faculty  of  association  compared 
with  that  of  the  child  who  turns  his  head  to  the  right  or  left 
when  he  is  told :  Move  your  head? 


20  Perez's  Translation  of 

the  similar?  Tiedemann  noticed  at  the 
Bame  period  the  first  probable  trace  of  dream- 
ing ;  the  child  while  sleeping  "made  with 
his  hand  the  movement  of  sucking/'*  In 
regard  to  this  last  point  it  seems  to  me  as  if 
Tiedemann's  child  which  is  so  precocious 
otherwise,  is  behind  the  average  child,  which 
shows  before  this  time  that  it  dreams  by  its 
movements,  its  cries^  the  tone  of  its  voice, 
the  contractions  of  forehead  and  mouth* and 
by  sucking  movements. 

*  Mr.  Egger  assigns  a  still  later  period  to  actual  dreaming. 
He  did  not  notice  it  with  certainty  until  the  third  year. 
"  Emile,  when  he  was  three  years  and  a  half  old,  told  us  his 
pretended  dreams  ;  I  did  not  venture  to  trust  myself  to  his 
account  because  dreams  had  been  frequently  narrated  in  his 
presence  and  his  account  might  have  been  a  reminiscence  or 
an  imitation.  But  I  could  no  longer  doubt  the  reality  of  his 
dreams  when  I  witnessed  them  myself — which  happened 
from  time  to  time.  While  he  was  entirely  asleep,  he  im- 
agined that  he  saw  a  cat  close  by,  he  called  it  or  tried  to 
chase  it  away.  At  another  time  I  heard  him  wake  up  and 
say  with  an  expression  of  grief  :  "  I  have  lifted  off  the  rock 
that  hurt  me.  I  am  not  going  to  die,  mamma,  am  I  ? "  The 
reserve  with  which  these  observation?  have  been  conducted 
is  worth  as  much  as  the  observations  themselves.  But  has 
Mr.  Egger  not  gone  a  little  too  far  in  it  when  he  asks  him- 
self at  what  age  dreams  arise?  Notwithstanding  the  ob- 
scurity which  still  surrounds  these  plain  phenomena  of  ani- 
mal life,  analogy  gives  us  a  right  to  suppose  that  the  child 
dreams  as  soon  as  it  has  distinct  ideas,  that  is  to  say  pretty 
soon  after  the  time  of  birth. 


Tiedeinanii's  Essay  on   Infancy.       21 

I  do  not  know  whether  we  can  agree  with 
the  interpretation  which  our  philosopher 
gives  of  the  following  fact :  "  When  the  ag- 
gravated tooth-ache  increased  his  desire  for 
seizing  with  his  mouth  all  kinds  of  objects 
for  the  purpose  of  biting  them,  the  child 
knew  already  that  distant  objects  could  be 
brought  near,  but  he  did  not  know  clearly 
that  the  hands  should  be  used  for  that  pur- 
pose, for  he  tried  to  seize  near  objects  with  his 
mouth  instead  of  carrying  them  to  his  mouth 
with  his  hands."  With  a  child  who  knows 
how  to  bring  objects  close  to  himself  and 
still  better  how  to  carry  them  to  his  mouth, 
there  must  have  -been  in  this  case  the  pre- 
dominating influence  of  a  very  pressing  idea 
and  need,  namely  that  of  alleviating  his 
tooth-ache  without  delay,  and  he  tried  to 
take  hold  of  the  remedy  in  what  seemed  to 
him  the  shortest  way.  Besides,  even  if  there 
is  no  tooth-ache  to  excite  him,  the  child  at 
this  age,  as  has  been  so  well  rerharked  by 
Rousseau,  lives  for  his  mouth  only  and  tries 
to  seize  every  object  near  him  with  this 
organ  on  account  of  his  habit  of  examining 
things  through  taste.  Once  I  followed,  for 


22  Perez's  Translation  of 

a  quarter  of  an  hour,  a  mother  with  a  little 
girl  six  or  seven  months  old  on  her  arm,  who 
was  turning  towards  me  but  without  pay- 
ing attention  to  me  and  occupied  herself 
incessantly  to  seize  with  her  mouth  the  flut- 
tering corner  of  her  mother's  veil. 
.  Fifth  Month. — I  must  here  mention  an 
important  break  and  at  the  same  time  ac- 
knowledge the  sincerity  of  the  observer,  al- 
though his  sagacity  seems  to  me  to  be  at 
fault.  "Up  to  the  thirtieth  of  December 
nothing  remarkable  was  observed."  Does 
that  mean  that  there  was  nothing  to  be  ob- 
served? The  contrary  is  certainly  true. 
But  let  us  pass  this.  "At  that  time  it  was 
noticed  that  he  made  use  of  his  hands  to 
take  hold  of  a  support.  When  after  having 
been  carried  on  the  arm  he  was  lowered  sud- 
denly he  managed  to  take  a  firm  hold  with 
his  hands  to  protect  himself  from  falling, 
and  it  seemed  disagreeable  to  him  to  be  raised 
very  high."  He  could  have  had  no  idea  of 
a  fall;  his  fear  therefore  could  be  nothing 
but  a  simple  mechanical  expression  of  the 
same  kind  that  we  feel  on  a  specially  precipi- 
iated  height  and  which  resembles  dizziness 


Tiedemanris  Essay  on  Infancy 

to  some  extent."  Here  we  have  a  kind  of 
'emotion  which  cannot  be  described  any  bet- 
ter: but  our  author,  as  I  can  affirm  in  virtue 
of  numerous  experiments,  is  mistaken  in  re- 
gard to  the  time  and  the  explanation.  I  have 
noticed  the  same  signs  of  fright  arid  "ab- 
horrence of  a  vaccum  *'  in  dogs  and  cats  only 
two  weeks  old,  and  even  in  cats  that  were 
still  blind,  when  I  lifted  them  in  the  air. 
There  must  be  therefore  some  hereditary  and 
unconscious  influence  in  the  emotions  and 
aversions  which  are  most  frequent  with  be- 
ings whose  destination  is  to  live  on  the 
ground  and  not  to  float  ki  the  air.  I  have 
mentioned  in  another  place  that  at  the  age 
of  two  or  three  years  (I  know  the  age  from 
the  date  of  the  sojourn  of  my  family  in  the 
house  where  I  then  lived)  some  person,  I 
suppose  iny  nurse,  held  me  in  her  arms  over 
the  window-sill  pretending  to  throw  me  out, 
;and  that  I  still  retain  a  recollection  of  my 
terror.  • 

"The  child  turned  away  from  persons 
-clothed  in  black  with  visible  signs  of  repug- 
nance :  it  seems  therefore  that  black  must 
have  something  disagreeable  in  its  nature, 


M  Perez's  Translation  of 

which  explains  why  this  color  is  elected  when 
we  dress  for  sad  occasions.  The  child  had 
by  this  time  learned  to  use  his  hands  for 
grasping  and  holding  things.  He  could 
grasp  anything  now,  but  he  still  lacked  suf- 
ficient practice  therein.  Singing  always  at- 
tracted his  attention  and  he  accompanied  it, 
to  express  his  pleasure,  by  jumping  and 
moving  his  arms  ;  but  he  was  indifferent  to 
whistling  (which  surprises  me):  it  must 
have  been  therefore  sound  (and  rhythm)  alone 
which  produced  the  impression.  The  sensa- 
tions derived  from  taste  were  also  tolerably 
distinct.  He  pushed  a  bitter  medicine  way 
from  him  with  all  his  might,  but  he  took 
wine  and  eatables  with  pleasure."  Lastly, 
the  absence  of  activity  produced  tediousness  ; 
but  the  least  change  made  him  forget  even  a 
tooth-ache  ;  he  produced  all  kinds  of  sounds 
without  being  induced  to  do  so,  and  did  not 
try  to  imitate*  those  produced  in  his  pres- 

*Darwin  thinks  that  towards  the  fourth  month  he  observed 
the  child  began  to  attempt  imitating  sounds,  and  that  when 
the  clflld  was  flve  months  and  a  half  old,  he  heard  him  articu- 
late the  sound  "da,"  but  without  attaching  any  meaning 
to  it. 

•Mr.  Taine,  in  pleading  the  cause  of  his  theory  of  inventive 
or  re-inventive  spontaneity  which,  according  to  him  pre- 


Tiedenmnn's  Essay  on  Infancy.       25 

ence  ;  this  may  be  even  on  account  of  his 
having  no  clear  idea  of  difference  of  sounds, 
or  because  his  organs  were  not  yet  able  to 
move  according  to  his  volition.  Tiedemann 
is  the  first  one  who  has  expressed  those  ideas 
on  the  nature  of  the  child's  attempts  at  lan- 

ceded  the  work  of  assimilation,  asserts  that  this  unconscious 
prattle  possesses  an  astonishing  flexibility,  and  that  all 
shades  of  emotion,  astonishment,  amusement,  contrariness, 
and  sadness  are  indicated  by  varieties  of  tone,  and  that  in 
this  respect  the  infant  is  the  equal  of,  or  surpasses  the  adult. 
Who  is  the  fortunate  observer  who  will  succed  in  recording 
the  mysterious  phonetics  of  infantile  life,  which  are  no  less 
difficult  to  seize  than  the  warbling  of  the  nightingale— in  re- 
gard to  which  this  result  has  been  accomplished  ?  Phono- 
graphic experiments  interpreted  by  musicians,  philologists, 
naturalists  and  psychologists  would  yield  remarkable  infor- 
mation. 

Mr.  Egger  observes  at  a  rather  late  epoch,  in  the  middle  of 
the  sixth  month,  an  evident  instance  of  imitation,  together 
with  the  act  of  recollection  which  it  implies.  Mr.  Egger  also 
attributes  a  large  share  of  the  first  development  of  language 
to  personal  initiative.  He  notices  at  the  age  of  six  months 
non-voluntary  activity  of  the  voice  with  its  infinite  varia- 
tions which  form  a  kind  of  rough  outline  of  sounds  and  of 
articulation.  He  sees  in  this  an  instinctive,  natural  language 
which  is  common  to  all  times  and  to  all  peoples,  and  which 
becomes  gradually  restricted  by  the  growth  of  another  lan- 
guage, which  is  invented  by  each  child  and  which  is  capable 
of  endless  individual  variation.  Mr.  Egger  and  Mr.  Taine 
have  done  very  little  towards  noting  down  the  forms  of  this 
individual  language.  Their  observations  are  too  general  and 
vague  to  enable  me  to  espouse  or  reject  their  hypothetical  in- 
terpretation. 


26  Perez's  Translation  of 

guage,  which  we  have  since  seen  reproduced 
or  confirmed  by  Taine,  Darwin,  Egger,  Pol- 
lock, etc. 

At  the  age  of  four  months  and  ten  days 
"it  was  noticed  that  the  child  turned  his 
face  always  exactly  towards  the  direction 
from  which  a  noise  originated  which  he  had 
heard  before." 

I  noticed  this  fact  at  a  later  time.  The 
activity  increased  visibly;  in  this  state  of 
watchfulness  the  limbs  were  in  constant 
agitation.  When  the  infant  saw  the  breast 
he  manifested  his  pleasure  visibly;  this  seems 
to  me  rather  tardy  progress. 

Sixth  Month. — Here  Tiedemann  notices  a 
growing  desire  to  become  acquainted  him- 
self and  to  increase  his  pastimes,  which  was 
manifested  by  the  pleasure  which  the  infant 
showed  at  the  idea  of  being  taken  out  into 
the  open  air,  when  his  cloak  was  handed  to 
the  attendant.  He  seemed  to  prefer  this 
girl  to  his  mother  except  when  he  was  hun- 
gry. He  seemed  also  fonder  of  his  toys 
because  he  knew  better  how  to  derive  amuse- 
ment from  them,  and  he  did  not  allow  objects 
given  to  him  to  be  taken  away  without  cry- 


Tiedemann's  Essay  on  Infancy.       27 

ing.  At  the  age  of  five  months  and  a  half 
the  exclamation  '"ah"  expressed  for  the 
first  time  his  astonishment  and  his  pleasure. 
(Tiedemaiin  does  not  say  whether  he  at- 
tributes this  to  imitation  or  spontaneous 
action).  "  He  commenced  also  to  make  use 
of  his  legs  in  trying  to  walk,  and  manifested 
pleasure  whenever  he  was  placed  on  his  feet." 
"  He  distinguished  persons  without  having 
as  yet  very  clear  ideas  about  them.  He  dis- 
tinguished very  well  between  the  different 
tones  of  voice  which  expressed  different 
emotions  and  sentiments."  Yet  I  suppose 
he  had  had  for  a  long  time  that  power  of  dis- 
tinction in  this  respect  which  depends  on 
the  instinctive  knowledge  of  the  univer- 
sal language,,  and  which,  in  some  way,  is 
organic  and  structural  in  every  human  being. 
Seventh  Month. — The  observations  gat]j.- 
ered  during  this  month  confine  themselves  to 
the  following:  On  the  fourteenth  of  March 
the  infant  began  to  articulate  and  repeat 
sounds.  His  mother  pronounced  the  syllable 
"ma"  for  him;  he  looked  attentively  at  her 
mouth  and  tried  to  repeat  this  syllable. 
Whenever  he  heard  a  word  that  was  easy  to 


28  Perez's  Translation  of 

pronounce  it  was  observed  that  he  moved 
the  lips  as  if  trying  to»repeat  it  to  himself. 

Eighth  Month. — Tidemeann  observes,rath- 
er  late,  "  visible  signs  of  affection  for  persons 
whom  he  knew/*  and  adds  "he  cried  when 
he  was  made  to  believe  that  his  mother  or 
nurse  was  being  whipped/*  Would  he  not 
have  cried  if  he  had  seen  other  persons 
assume  the  appearance  of  beating  each  other? 

I  think  that  his  tears  might  be  explained 
by  simple  natural  sympathy.  Tiedemann 
noticed  also  that  there  appeared  the  associa- 
tion between  the  sign  and  the  object.  He 
calls  this — I  don't  know  why — the  most 
difficult  of  all  associations,  one  which  the 
animal  can  but  seldom  attain,  and  never  by 
its  own  efforts.  This  is  an  evident  error.  I 
can  see  no  difference,  from  a  mental  point 
o^  view,  between  an  animal  and  a  child  who 
both  associate  the  ideas  " sugar"  or  "  meat  " 
with  the  words  which  express  those  things. 
But  there  is  a  physiological  difference  in 
favor  of  the  child  in  the  fact  that  his  organs 
enable  him  to  -imitate  these  sounds  which 
are  expressive  for  the  animal  and  for  man 
alike.  As  regards  the  progress  in  judg- 


Tiedemann' s  Essay  on  Infancy.       29 

ment  and  comparison  which  the  discrimina- 
ting of  articulation  implies,  Tiedemann  very 
correctly  speaks  of  them  as  of  the  conditions 
of  spoken  language;  but  these  faculties  are 
just  as  necessary  for  the  understanding  of 
the  language  which  we  hear,  and  for  this 
reason  they  must  have  been  active  long  before 
the  age  of  eight  months. 

On  the  fifth  day  of  the  eighth  month 
Tiedemann  notes  that  the  association  of  ideas 
was  constantly  increasing,  and  that  it  gave 
rise  to  complex  sensations  and  desires.  "  In 
proof  of  this  he  mentions  the  fit  of  anger  of 
his  son  when  he  saw  another  child  placed, 
for  a  joke,  on  his  mother's  lap,  and  the 
efforts  of  the  jealous  child  to  draw  the  other 
away.  Similar  facts  may  be  observed  long 
before  this  period,  even  at  the  age  of  three 
months  or  three  months  and  a  half.* 

*  Darwin  also  declares  it  difficult  to  find  a  distinct  sign  of 
the  feeling  of  anger  during  the  first  months.  He  believes, 
however,  he  observed  one  at  about  the  age  of  two  months 
and  a  half ;  it  consisted  in  a  slight  frown  on  the  forehead 
Vhich  lasted  the  whole  time  during  which  the  infant  was 
drinking  milk  which  was  a  little  cold.  As  far  as  my  own 
observations  are  concerned,  I  think  that  I  have,  observed 
very  frequently  at  the  end  of  the  first  month,  if  not  earlier, 
signs  of  impatience  in  infants  who  refuse  to  take  jjpe  breast 
of  some  nurse.  But  when  Darwin's  child  was  about  four 


30  Perez's  Translation  of 

Ninth  Month. — "  Whenever  anything  pre- 
sented itself  to  him  the  child  pointed  his 
finger  at  it  to  direct  the  attention  of  others 
to  it,  and  then  used  this  exclamation:  ah  ! 
ah ! "  Tiedemann  sees  in  these  facts  obvious 
signs  of  reflection  and  of  the  growth  of  the 
faculty  of  discrimination,  and  finds  occasion 
to  remark  "how  deeply  the  desire  to  com- 
municate with  others  is  rooted  in  human 
nature."  These  are  but  few  observations 
for  such  an  important  epoch. 

Thirteenth  Month. — For  three  months 
nothing  new  was  observed,  which  is  all  the 
more  to  be  regretted,  as  not  only  the  first  pro- 
gress in  talking  and  walking,  but  also  that 
of  the  faculties  of  thinking,  feeling  and  will- 
ing, offer  ample  material  for  observation 
during  this  epoch.  Towards  the  middle  of 
the  thirteenth  month  more  comprehensive 
ideas,  movements  better  coordinated,  a  wid- 


months  old,  or  perhaps  even  before  that  time,  it  became 
evident  from  the  way  in  which  the  blood  rushed  into  his 
face  and.scalp,that  he  easily  grot  into  a  violent  passion.  Angep 
as  well  as  jealousy  manifest  themselves  very  clearly  in  child- 
hood, but  it  is  often  very  difficult  to  determine  whether  these 
manifestations  indicate  simple  or  complex  feelings.  The 
surest  in^rence  is,  to  see  in  them  above  all  other  things, 
simple  and  instinctive  feelings. 


Tiedemann's  Essay  on  Infancy.       31 

er  knowledge  of  language  were  observed. 
"  When  the  child  saw  a  glass  of  water,  he- 
moved  towards  it,  and  even  towards  his  cradle, 
when  he  was  tired.  He  distinguished  better 
and  better  the  objects  which  served  to  satisfy 
his  physical  wants,  and*  made  better  use  of 
his  limbs  in  satisfying  them.  He  repeated 
some  sounds  intelligibly,  although  without 
attaching  any  exact  meaning  to  them.  He 
knew  already  the  meaning  of  "make  a  bow"" 
or  "chase  away  the  fly"  and  executed  these 
commands  with  precision.  It  will  be  noticed 
that  the  observations  of  this  month  are 
neither  very  characteristic,  nor  abundant.* 

*  Mr.  F.  Pollock  records  a  very  distinct  progress  of  lan- 
guage at  this  period.  At  the  age  of  twelve  months  "  M-m,'v 
often  repeated,  indicates  a  desire  for  something ;  "  ba-ba  " 
meant  an  indefinite  number  of  times.  When  thirteen 
months  old,  the  child  used  "  da-da  "  as  a  kind  of  vague  dem- 
onstrative adjective,  and  after  a  short  time  this  became  the 
proper  noun  for  the  father.  He  said  "  wa-wa  "  to  express- 
the  ideas  of  water  or  drinking ;  "  wah-wah  "  rather  guttural, 
when  he  recognized  the  form  of  an  animal,  a  dog  for  instance 
in  a  picture;  which,  Mr.  Pollock  says,  is  a  curious  fact,  con- 
sidering the  inability  of  adult  savages,  as  reported  by  travel- 
lers, to  understand  even  the  simplest  representations  of 
objects.  "  Na-na  "  was  a  general  name  for  food  of  all  kinds. 
All  these  sounds  had  been  furnished  by  adults,  and  had  been 
learned  according  to  th^ir  value,  and  were  imitated  better 
and  better.  All  these  sounds  were  monosyllables  ;  the  first- 
dissyllabic  word  pronounced  was  baby,  pronounced  at  other 
times  also  '*  bee-bi "  as  if  it  were  a  reduplicated  monosyllable- 
Mr.  Pollock  seems  to  accord  more  importance  to  imitation 
than  to  spontaneity. 


32  Perez's  Translation  of 

Fourteenth  Month. — There  is  but  a  single 
observation.  The  infant  had  as  yet  no  idea 
of  the  fall  of  bodies  from  a.  height,  nor  of 
the  difference  between  filled  or  empty  space 
(a  badly  observed,  or  badly  interpreted  or 
badly  reported  fact)T.  He  wanted  to  throw 
himself  down  from  any  height  (young  ani- 
mals who  are  still  unused  to  jumping  or 
flying  do  the  same),  and  in  several  instances 
he  let  his  cracker  fall  to  the  ground  with  the 
intention  of  stopping  it  (this  indicates  per- 
haps awkwardness  just  as  much  as  an  inexact 
— though  not  lacking — appreciation  of  dis- 
tances). 

Fifteenth  Month. — Again  but  one  obser- 
vation. ((  When  he  had  done  anything  by 
himself,  for  instance  if  he  had  given  a  cer- 
tain movement  to  his  toys,  he  was  visibly 
pleased  and  took  pleasure  in  repeating  it." 
Tiedemann  sees  in  this  the  highest  degree 
of  the  activity  and  individuality  of  human 
nature;  equivalent  facts  can  be  noticed  how- 
ever in  all  young  animals;  they  enjoy  and 
in  a  measure  become  proud  of  the  develop- 
ment of  their  strength  and  skill.  The  fol- 
lowing observation  has  more  justice  in  it: 


Tiedemann's  Essay  on  Infancy.       33 

"The  children  enjoy  doing  by  themselves 
that  which  they  have  been  so  far  cbmpelled 
to  let  others  do  for  them;  for  this  reason 
they  want  to  take  food  with  their  own  hands, 
and  do  not  want  to  be  touched  when  they 
are  to  be  dressed  or  washed,  etc/' 

Towards  the  same  time  appeared  the  signs 
of  a  sensibility  which  called  into  play  the 
most  complex  feelings.  "  Affection  and  self- 
love  had  developed  gradually  into  the  feel- 
ing of  honor:  on  the  tenth  of  November  he 
cried  because  his  hand  was  rejected  which  * 
he  loved  to  tender  as  a  sign  of  affection,  and 
he  showed  visibly  signs  of  grief  when  he  was 
made  to  understand  that  he  had  done  some- 
thing wrong. " 

Sixteenth  Month. — On  the  27th  of  Novem- 
ber he  pronounced  several  words  distinctly 
and  knew  their  meaning,  namely  papa  and 
mamma;*  he  did  not  use  them,  however,  to 

*  At  fourteen  months,  three  weeks,  the  child  which  Mr. 
Taine  observed  understood  several  words  and  pronounced 
some  while  attaching  to  them  their  proper  meaning:  papa, 
mamma,  tata(food),  oua-oua  (dog),  dada  (horse,  wagon),  coco 
(chicken),  mia  (puss,  cat),  etc.  This  incipient  rocabulary 
offers  to  Mr.  Taine  an  opportunity  for  the  interesting  dem- 
onstration of  the  child's  ability  to  seize  analogies  and  to  en- 
large the  meaning  of  the  names  which  we  have  given  him 


34  Perez's  Translation  of 

call  anybody,  but  rather  almost  accidentally 
without  wishing  to  express  anything  by  them. 
There  were  some  sounds  however  which  had 
^  signification  with  the  child,  as  for  instance, 
•"ha!  ha!";  "indeed  the  sound  ha  seems  nat- 
urally to  express  reflection  to  astonishment: 
It  is  produced  by  the  sudden  expulsion  of 
suppressed  breath,  and  it  has  been  suppressed 
because  the  unexpected  appearance  of  what 
is  strange  or  bizarre  arrests  the  course  of 

to  imitate.  Between  the  fifteenth  and  the  seventeenth 
»  months  the  child  understands  the  meaning  and  intonation  of 
many  phrases,  but  he  has  learned  or  invented  very  few  new 
words.  The  principal  words  are:  Pa  (Paul),  Babert  (Gilbert), 
bebe  (baby),  baba  (the  groat),  cola  chocolate),  oua-oua  (any- 
thing good  to  eat),  ham  (eat,  I  want  to  eat).  The  ground 
covered  by  each  of  these  wordif  is  enlarged  or  restricted  in 
proportion  to  the  intellectual  progress  of  the  child.  But 
from  the  very  beginning  and  instinctively,  says  Mr.  Taine, 
-the  child  made  them  serve  for  general  terms.  The  word 
"  ham  "  is  attributed  to  the  child's  own  invention.  "  It  is 
the  vocal  gesture  of  one  who  snaps  at  something;  it  begins 
with  a  guttural  aspiration  not  far  removed  from  a  bark  and 
«nds  in  a  closing  of  the  lips  as  if  the  food  had  been  seized 
and  swallowed ;  a  man  would  make  the  same  sign  if  he 
found  himself  with  bound  hands  among  the  savages  and  had 
only  his  vocal  organs  to  express  himself  and  wished  to  say 
that  he  would  like  to  eat."  The  explanation  is  at  least  in- 
genious ;  I  add  to  it  that  it  has  a  scientific  appearance  and 
has  seemed  plausible  to  Mr.  Darwin.  The  '"ham"  of  Mr. 
Taine  has  with  him  the  corresponding  word  "  mum  ^»(food, 
give  me  to  eat),  and  he  also  attributes  it  to  the  child's  initia- 
tive. 


Tiedemann's  $ssay  on  Infancy. 


ideas  which  then  suddenly  take  another  direc- 
tion.'^ This  physiological  explanation  may 
be  of  value  ;  it  is  easy  to  verify  its  exact- 
ness. The  child  whose  organs  had  not  had 
sufficient  exercise  supplied  by  his  gestures  a 
substitute  for  the  long  words  which  he  omit- 
ted. One  could  observe  indications  of  this 
kind  and  they  gave  evidence  of  the  coodina- 
tion  of  ideas  going  on  in  him  and  allowed  us 
to  recognize  a  beginning  of  individual  poetic 
force.  He  had  been  taught  to  reply  to  the 
questions  "How. tall  are  you?"  by  raising 
his  hands  in  the  air;  he  is  asked  to  pronounce 
grandmamma,  and,  as  if  it  were  too  difficult 
for  him  to  pronounce  grand  he  raised  his 
hands  and  added  the  word  "mamma."*  To- 
wards the  middle  of  this  month,  his  sight 
was  "well  trained  in  projective.  He  liked 
to  look  at  images ;  he  knew  how  to  distin- 
guish in  the  engravings  objects  which  were 
familiar  to  him,  although  they  were  repre- 
sented on  a  small  scale." 

*  In  German  as  well  as  in  French  the  word  for  tall  and 
the  first  syllable  of  the  word  grandmother  are  identical  ; 
44  tall "  is  in  French  grand.  Hence  the  child's  attempt  to 
express  the  first  syllable  in  " grandmother  "  by  the. same 
gesture  which  he  used  to  express  how  tall  he  was. 


36  Perez's  Translation  of 

Seventeenth  Month. — Sympathy  and  self- 
love  developed  more  and  more;  he  showed 
evident  pleasure  when  a  person  laughed  at 
his  plays  and  when  he  was  praised.  He 
even  tried  to  make  people  laugh  by  assum- 
ing various  postures,  for  he  already  wanted 
to  walk  alone.  This  tendency  to  play  the 
joke  may  be  observed  much  earlier,  as  Dar- 
win has  remarked  and  as  I  have  indicated 
myself.  Likewise  the  other  progress  which 
Tiedemann  has  recorded  during  this  period 
can  be  observed  much  earlier:  the  imitation 
of  various  sounds,  the  speaking  of  significant 
words,  as  for  instance  take,  take,  the  point- 
ing of  the  finger  to  known  places,  the  ability 
to  recognize  his  own  image  in  the. glass  and 
even  his  efforts  towards  imitating  phrases, 
which  resulted  in  a  "number  of  unintelli- 
gible sounds/' 

At  this  period  his  observation  of  new  ob- 
jects became  more  and  more  attentive  and 
analytical;  he  understood  a  large  number  of 
phrases  which  he  did  not  use  himself;  the 
desire  for  praise  and  for  the  approval  of 
others  increased. 


Tiedemann's  Essay  on  Infancy.       37 

• 

Eighteenth  Month. — I  am  astonished  not 
to  find  at  this  period  a  record  of  the  agreea- 
ble impression  which  light  produces,  and 
especially  the  sight  of  the  moon  or  of  the 
rays  of  the  sun  falling  into  the  room. 

Nineteenth  MoniJi. — Manifest  progress  in 
language  ;  various  objects  called  by  name 
when  he  saw  them  but  the  nouns  with  sev- 
eral syllables  pronounced  with  difficulty:  us- 
ually the  last  syllables,  or  the  accented  ones 
are  alone  pronounced.  "  He  did  not  seem  to 
be  able  to  pronounce  well  the  consonants,  z, 
set,  w,  st,  sp,  or  the  diphthongs  ;*the  easiest 
consonants  for  him  were  p,  t,  k/'  "A  more 
and  more  developed  individuality  manifested 
itself  in  the  evident  pleasure  which  he  took^ 
in  doing  that  which  presented  some  difficul- 
ty :  to  get  himself  into  a  narrow  corner,  to 
put  himself  into  dangerous  positions,  to  car- 
ry heavy  things,  etc." 

The  greater  the  value  of  these  observations 
and  of  those  of  the  previous  months,  the 
more  we  must  regret  to  find  such  a  small 
number  of  them  in  Tiedemann's  essay. 

Twentieth  Month; — "He  could  already 
pronounce  words  of  two  syllables,  knew  al- 


38  Perez's  Translation  of 

most  all  the  external  parts  of  the  body 
(which  other  children  do  at  an  earlier  peri- 
od) ;  almost  everything  in  the  room  was 
known  to  him  by  name." 

Tiuenty-first  Month.— Nothing  recorded. 

Twenty-second  MontJl. — He  began  to  put 
together  several  words  in  order  to  form  a 
phrase  composed  of  verb  and  subject;  but  he 
always  used  the  infinitive  in  place  of  the  im- 
perative and  nominative,the  article  was  entire- 
ly omitted*  (we  should  not  forget  the  language 
which  young  Tiedemann  had  to  practice  in 
was  German).  Although  he  was  ashamed 
when  he  had  soiled  himself,  and  knew  how  to 
ask  to  be  cleaned,  he  had  not  yet  sufficient 
command  over  his  organs  to  avoid  uncleanli- 
ness.  "  Jealousy  and  vanity  developed  more 

*  Mr.  Egger  has  noticed  at  the  twenty-eighth  month,  and 
Mr.  Pollock  at  the  twenty-fourth,  the  progress  which  con- 
sists in  forming  a  phrase  of  three  or  four  words.  "  Not  open 
this  "  meant:  the  window  is  closed;  "  no.curtain  this,"  meant 
the  window  has  no  curtain.  Mr.  Egger,  who,  as  I  take  .it, 
is  rather  too  fond  of  discovering  in  the  child  the  character- 
istics of  an  inferior  civilization,  compares  these  awkward 
forms  of  child-speech  to  the  elliptic  idiom  of  the  negroes 
"  who  borrow  from  the  language  of  their  masters  but  a  lim- 
ited number  of  the  most  neceisary  words,  which  they  jum- 
ble together  as  necessity  requires,  -without  any  regard  to 
-conjugation  or  even  to  syntax." 


Tiedemann's  Essay  on  Infancy.       39 

and  more;  when  his  little  sister  was  being  ca- 
ressed, he  came  to  be  caressed  also.  He 
tried  to  take  away  from  her  what  was  given 
to  her  and  even  tried  to  strike  her  by  stealth/' 
These  last  traits  are  perfectly  characteristic 
of  this  age,  and -even  of  the  age  of  three  or 
four  years. 

Twenty -third  Month. — Tiedemann  men- 
tions a  fact  which  to  him  indicates  nothing 
but  a  well  exercised  memory,  but  in  which 
we  may  see  the  incipient  development  of  the 
moral  sense,  which  with  the  child  is  the  gen- 
eralization of  what  he  has  done  and  what  is 
done  to  hrm. 

"  On  the  20th  of  July  he  came  to  a  place 
of  the  house  where  he  had  been  punished  the 
preceding  week  because  he  had  soiled  it,  and 
without  further  provocation  he  said  at  once 
that  anyone  who  soiled  the  room  gets  a  Ship- 
ping." 

This  tendency  to  apply  to  others  the  law  to 
which  the  child  is  subjected,  is  confirmed 
by  one  of  my  own  recollections.  I  had  been 
asked  to  look  for  a  few  minutes  after  an  in- 
fant in  the  kitchen,  in  order  to  prevent  it 
from  touching  any  of  the  dishes  which  were 


40  Perez's  Translation  of 

on  the  stove.  I  was  holding  the  child  on 
my  knees:  I  wanted  to  see  what  was  in  one 
of  the  pots  and  lifted  the  cover  ;  the  child 
jumped  immediately  to  the  floor  and  in  the 
tone  of  command  said:  "  Don't  touch  this,  it 
is  for  supper."  I  had  been'told  to  look  after 
the  child,  but  it  was  the  child  that  looked 
after  me. 

Twenty-fourth  Month. — The  progress  here 
noted  in  regard  to  memory  and  association  of 
ideas  seems  of  little  importance  to  me:  it  con- 
sists of  the  words  for  duck  and  potato,  pro- 
nounced spontaneously  at  the  si^ht  of  those 
objects.  The  following  observation  is  of 
higher  value  for  it  shows  "  how  in  a  small 
brain,  several  ideas  can  arise  and  arrange 
themselves  in  a  series,  by  its  own  power. 
The  child  had  heard  the  story  that  a  storm 
had  killed  a  little  girl:  the  expression  of  the 
face  of  the  one  who  told  this  had  made  a 
deep  impression  on  him  so  that  at  the  nexk 
opportunity  he  tried  to  relate  it,  in  words 
interspersed  with  changes  of  facial  expres- 
sion which  could  not  indeed  be  understood 


Tiedemann's  Essay  on  Infancy.       41 

except  by  those  who  were  present  during  the 
first  narration."* 

At  the  end  of  this  month  the  child  seemed 
to  become  attached  more  and  more  to  his 
little  sister  and  towa  little  dog,  two  objects 
formerly  indifferent  to  him. "  I  can  under- 
stand that  his  sister  may  have  called  forth 
jealousy  first;  but  I  am  astonished  that  a 
child  of  this  age  and  even  younger  should 
not  have  interested  himself  in  an  animal 
from  the  very  beginning. 

From  two  years  to  two  years  and  a  half, 
he  used  cunning  to  be  brought  closer  to  the 
table  where  he  could  reach  some  eatables 
with  his  hands.  He  pretended  that  it  was 


*  This  is  the  germ  of  dramatic  memory.  Mr.  Egger  de- 
scribes the  first  appearance  of  it  in  his  son  at  the  age  of 
eight  months.  He  "  knew  and  recalled  to  his  mind  very  well 
some  persons  he  used  to  see  in  his  walks  in  the  Luxembourg 
Gardens,  a  nurse  for  instance  and  the  child  with  her.  He 
walked  away  from  us  one  day,  pronouncing  fairly  well  the 
names  of  the  gardens,  of  the  nurse  and  the  child.  He  went  to 
the  adjoining  room  as  if  he  were  saying  good  day  to  those 
two  persons  and  then  came  back  to  tell  us  in  the  same  sim- 
ple manner  of  what  he  had  done."  There*  is  in  this,  we  may 
say,  the  first  germ  of  the  drama.  But  in  order  to  explain 
this  tendency — of  which  we  find  equivalents  in  the  gambols 
of  animals— we  must  go  back  to  primitive  ages  whose  prin- 
cipal phases  of  evolution  the  child  for  some  reason  or  other 
is  said  to  reproduce,  by  Mr.  Egger  as  well  as  by  Mr.  Taine. 


42  Perez's  Translation  of 

necessary  for  him,  for  some  reason,  to  be 
seated  on  his  high  chair  from  which  he  could 
reach  what  was  on  the  table.  Tiedemann 
sees  in  this,  signs  of  reflection  and  reasoning 
which,  he  erroneously  says,  are  'not  found 
in  animals.  "  The  child  was  in  the  habit 
of  calling  his  sister  '  silly'  when  she  did 
not  do  what  he  wanted.  Thus,"  says  Tiede- 
mann, "his  self -love  manifested  itself  already 
in  the  comparison  of  others  with  himself." 
Is  it  not  just  as  probable  that  the  child  had 
no  exact  idea  of  the  meaning  of  the  word, 
and  that  he  repeated  it  mechanically  to  in- 
dicate his  dissatisfaction,  imitating  thai 
which  had  been  used  toward  him  ? 

"'The  child  did  not  want  his  sister  to  sit 
in  his  chair  or  to  put  on  any  of  his  things  ; 
he  called  that  his  business."  "Some  vague 
idea  of  property  had  thus  arisen  in  him." 
But  although  the  child  would  not  allow  any- 
one to  touch  what  was  his  own,  he  took  what 
belonged  to  bis  sister  quite  readily. 

"  He  admired  himself  and  wanted  to  be  ad- 
mired in  his  attitudes  or  his  new  dresses. 
Even  as  early  as  the  time  of  the  birth  of  his 
sister  he  manifested  signs  of  discontent;  he 


Tiedemann's  Essay  on  Infancy.       43 

tried  to  strike  her  when  she  was  in  her  moth- 
er's lap  or  in  his  own  bed  because  it  was  disa- 
greeable to  him  to  see  anything  taken  from 
him  which  he  had  enjoyed  exclusive  posses- 
sion of  for  a  long  time."  This  observation, 
which  is  in  every  way  correct,  applies  not 
only  to  this  present  age,  but  still  more  to 
the  following  age.  A  child  three  years  old 
talked  always  about  wishing  to  have  a  broth- 
er, and  how  he  would  love  him.  When  a 
brother  had  been  born,  and  when  the  child 
saw  him  absorb  the  attention  and  caresses  of 
his  parents,  he  became  extremely  jealous. 
He  told  his  mother  :  "  Mamma,  won't  little 
Lulu  die  soon •?"* 

At  the  same  time  Tiedemann  noticed  a 
fact  which  may  be  compared  with  a  trait  of 
similar  kind  related  by  Darwin,  and  which 
formed  a  valuable  hint  for  reading  the  soul 
of  the  child.  "  He  had  been  forbidden  sev- 
eral times  to  touch  any  of  the  eatables  except 

*  It  must  be  remembered  that  the  child  who  here  uses 
the  word  die,  as  he  does  many  others,  has  no  idea  of 
death.  I  suppose  that  the  child  who  thus  speaks  of  his  little 
brother  simply  repeats,  parrot-like,  an  expression  which  he 
has  heard.  For  the  child  of  Mr.  Taine  the  idea  of  death  did 
not  extend  beyond  that  of  a  broken  head,  for  when  his  doll's 
head  had  become  broken  he  was  told  it  was  dead. 


44  Perez's  Translation  of 

what  had  been  given  to  him  expressly,  but 
this  prohibition  had  not  deterred  him  very 
much.  He  had  taken  a  little  piece  of  sugar 
without  having  been  seen  ;  he  stole  into  a 
corner  where  he  could  not  be  observed  ;  his 
absence  attracted  attention  ;  he  was  hunted 
after  and  found  eating  the  sugar.  Animals, 
when  they  once  have  been  beaten,  run  away 
with  their  prey  on  account  of  the  associa- 
tion of  ideas,  because  they  recall  the  chas- 
tisement. But  this  could  not  be  the  reason 
here,  for  he  had  never  been  punished.  It 
must  have  been  owing  altogether  to  the  re- 
flection that  he  could  eat  the  sugar  if  he  was 
not  observed,  and  that  if  he  was  seen  the 
sugar  would  be  taken  away  from  him  \" 

When  the  child  had  mistaken  a  cloud  for  a 
rainbow,  he  was  told  that  this  was  not  a 
rainbow,  and  he  replied  :  "Rainbow  sleeps 
now."  A  watch  was  held  close  to  his  ear, 
and  as  soon  as  he  heard  it  tick,  he  exclaimed 
that  Fripon  (a  little  dog)  was  shut  up  in 
it.  These  are  but  the  imitations  of  exam- 
ples given  to  the  child,  or  that  which  be- 
longs to  the  child  himself  in  them  is  based 
everywhere  on  superficial  reasoning  and 
analogies. 


Tiedemann's  Essay  on  Infancy.       45 

When  the  child  did  not  see  the  sun  in  the  sky 
he  said,  "It  has  gone  to  bed;  to-morrow  it  will 
get  up  and  drink  tea  and  eat  a  piece  of  bread 
and  butter/'  All  these  judgments,  says  Tie- 
demann,  arise  in  the  child's  reflections:  but 
were  they  not  rather  the  free  developments 
of  a  judgment  which  had  been  taught :  that 
the  sun  went  to  bed  ?  The  child's  anthro- 
pomorphism is,  I  believe,  to  a  great  extent 
the  work  of  education  and  the  result  of  our 
metaphorical  language. 

At  the  age  of  two  and  a  half  years  the 
moral  sense  of  the  child  is  fairly  developed. 
"  The  child  took  in  consideration  the  praise 
and  blame  of  other  persons  without  distinc- 
tion. When  he  believed  he  had  done  some- 
thing good,  he  would  say:  '  People  will  say, 
what  a  good  boy/  When  he  was  naughty 
and  was  told  *  Our  neighbor  sees  it/  he  would 
stop  at  once."  We  regret  that  our  judicious 
observer  has  not  thought  it  proper  to  gather 
a  greater  number  of  observations  in  regard  to 
the  development  of  the  moral  sense  in  the 
child,  which  is  both  important  and  little 
known.  But  even  the  best  observer  leaves 
much  for  others  to  observe,  and  the  exam- 


46       Tiedemann's  Essay  on  Infancy.- 

pies  and  observations  narrated  by  Tiedemann 
belong  to  those  which  waken  and  sustain 
emulation. 


-THE  SCHOOL  BULLETIN  PUBLICATIONS.- 


The  Five  Great  English  Books, 

The  recognition  of  Teaching  as  a  Science  was  much  earlier  in  England 
lan  in  this  country,  and  the  five  books  which  are  there  recognized  as  stan- 
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This  is  altogether  the  best  History  of  Education.  "  With  the  suggestion 
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:Ione,  the  attentive  reader  will  be  helped  in  learning  by  the  study  of  this 
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^^    The  First  Three  Years  of  Childhood.    By  B.  PEREZ.    With  an  intro- 
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This  is  incomparably  the  best  psychology  for  primary  teachers,  and 
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3.  Lectures  on  the  Science  and  Art  of  Education.  By  JOSEPH  PAYNE. 
:ioth,  IGmo,  pp.  384.  Price,  $1.00. 

The  student  is  now  ready  to  take  up  the  Science  of  Education,  which  is 
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It.  The  Philosophy  of  Education,  or  the  Principles  and  Practice  of  Teaching. 
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C.  W.  BAKDEEX,  Publisher,  Syracuse,  X.  Y. 


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